Timing the impact of literacy on visual processing
Learning to read requires the acquisition of an efficient visual procedure for quickly recognizing fine print. Thus, reading practice could induce a perceptual learning effect in early vision. Using functional magnetic resonance imaging (fMRI) in literate and illiterate adults, we previously demonst...
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| Published in | Proceedings of the National Academy of Sciences - PNAS Vol. 111; no. 49; pp. E5233 - E5242 |
|---|---|
| Main Authors | , , , , , , , , , , , , |
| Format | Journal Article |
| Language | English |
| Published |
United States
National Academy of Sciences
09.12.2014
National Acad Sciences |
| Series | PNAS Plus |
| Subjects | |
| Online Access | Get full text |
| ISSN | 0027-8424 1091-6490 1091-6490 |
| DOI | 10.1073/pnas.1417347111 |
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| Abstract | Learning to read requires the acquisition of an efficient visual procedure for quickly recognizing fine print. Thus, reading practice could induce a perceptual learning effect in early vision. Using functional magnetic resonance imaging (fMRI) in literate and illiterate adults, we previously demonstrated an impact of reading acquisition on both high- and low-level occipitotemporal visual areas, but could not resolve the time course of these effects. To clarify whether literacy affects early vs. late stages of visual processing, we measured event-related potentials to various categories of visual stimuli in healthy adults with variable levels of literacy, including completely illiterate subjects, early-schooled literate subjects, and subjects who learned to read in adulthood (ex-illiterates). The stimuli included written letter strings forming pseudowords, on which literacy is expected to have a major impact, as well as faces, houses, tools, checkerboards, and false fonts. To evaluate the precision with which these stimuli were encoded, we studied repetition effects by presenting the stimuli in pairs composed of repeated, mirrored, or unrelated pictures from the same category. The results indicate that reading ability is correlated with a broad enhancement of early visual processing, including increased repetition suppression, suggesting better exemplar discrimination, and increased mirror discrimination, as early as ∼100–150 ms in the left occipitotemporal region. These effects were found with letter strings and false fonts, but also were partially generalized to other visual categories. Thus, learning to read affects the magnitude, precision, and invariance of early visual processing.
Significance How does learning to read affect visual processing? We addressed this issue by scanning adults who could not attend school during childhood and either remained illiterate or acquired partial literacy during adulthood (ex-illiterates). By recording event-related brain responses, we obtained a high-temporal resolution description of how illiterate and literate adults differ in terms of early visual responses. The results show that learning to read dramatically enhances the magnitude, precision, and invariance of early visual coding, within 200 ms of stimulus onset, and also enhances later neural activity. Literacy effects were found not only for the expected category of expertise (letter strings), but also extended to other visual stimuli, confirming the benefits of literacy on early visual processing. |
|---|---|
| AbstractList | Significance How does learning to read affect visual processing? We addressed this issue by scanning adults who could not attend school during childhood and either remained illiterate or acquired partial literacy during adulthood (ex-illiterates). By recording event-related brain responses, we obtained a high-temporal resolution description of how illiterate and literate adults differ in terms of early visual responses. The results show that learning to read dramatically enhances the magnitude, precision, and invariance of early visual coding, within 200 ms of stimulus onset, and also enhances later neural activity. Literacy effects were found not only for the expected category of expertise (letter strings), but also extended to other visual stimuli, confirming the benefits of literacy on early visual processing. How does learning to read affect visual processing? We addressed this issue by scanning adults who could not attend school during childhood and either remained illiterate or acquired partial literacy during adulthood (ex-illiterates). By recording event-related brain responses, we obtained a high-temporal resolution description of how illiterate and literate adults differ in terms of early visual responses. The results show that learning to read dramatically enhances the magnitude, precision, and invariance of early visual coding, within 200 ms of stimulus onset, and also enhances later neural activity. Literacy effects were found not only for the expected category of expertise (letter strings), but also extended to other visual stimuli, confirming the benefits of literacy on early visual processing. Learning to read requires the acquisition of an efficient visual procedure for quickly recognizing fine print. Thus, reading practice could induce a perceptual learning effect in early vision. Using functional magnetic resonance imaging (fMRI) in literate and illiterate adults, we previously demonstrated an impact of reading acquisition on both high- and low-level occipitotemporal visual areas, but could not resolve the time course of these effects. To clarify whether literacy affects early vs. late stages of visual processing, we measured event-related potentials to various categories of visual stimuli in healthy adults with variable levels of literacy, including completely illiterate subjects, early-schooled literate subjects, and subjects who learned to read in adulthood (ex-illiterates). The stimuli included written letter strings forming pseudowords, on which literacy is expected to have a major impact, as well as faces, houses, tools, checkerboards, and false fonts. To evaluate the precision with which these stimuli were encoded, we studied repetition effects by presenting the stimuli in pairs composed of repeated, mirrored, or unrelated pictures from the same category. The results indicate that reading ability is correlated with a broad enhancement of early visual processing, including increased repetition suppression, suggesting better exemplar discrimination, and increased mirror discrimination, as early as ∼100–150 ms in the left occipitotemporal region. These effects were found with letter strings and false fonts, but also were partially generalized to other visual categories. Thus, learning to read affects the magnitude, precision, and invariance of early visual processing. Learning to read requires the acquisition of an efficient visual procedure for quickly recognizing fine print. Thus, reading practice could induce a perceptual learning effect in early vision. Using functional magnetic resonance imaging (fMRI) in literate and illiterate adults, we previously demonstrated an impact of reading acquisition on both high- and low-level occipitotemporal visual areas, but could not resolve the time course of these effects. To clarify whether literacy affects early vs. late stages of visual processing, we measured event-related potentials to various categories of visual stimuli in healthy adults with variable levels of literacy, including completely illiterate subjects, early-schooled literate subjects, and subjects who learned to read in adulthood (ex-illiterates). The stimuli included written letter strings forming pseudowords, on which literacy is expected to have a major impact, as well as faces, houses, tools, checkerboards, and false fonts. To evaluate the precision with which these stimuli were encoded, we studied repetition effects by presenting the stimuli in pairs composed of repeated, mirrored, or unrelated pictures from the same category. The results indicate that reading ability is correlated with a broad enhancement of early visual processing, including increased repetition suppression, suggesting better exemplar discrimination, and increased mirror discrimination, as early as ∼100–150 ms in the left occipitotemporal region. These effects were found with letter strings and false fonts, but also were partially generalized to other visual categories. Thus, learning to read affects the magnitude, precision, and invariance of early visual processing. Learning to read requires the acquisition of an efficient visual procedure for quickly recognizing fine print. Thus, reading practice could induce a perceptual learning effect in early vision. Using functional magnetic resonance imaging (fMRI) in literate and illiterate adults, we previously demonstrated an impact of reading acquisition on both high- and low-level occipitotemporal visual areas, but could not resolve the time course of these effects. To clarify whether literacy affects early vs. late stages of visual processing, we measured event-related potentials to various categories of visual stimuli in healthy adults with variable levels of literacy, including completely illiterate subjects, early-schooled literate subjects, and subjects who learned to read in adulthood (ex-illiterates). The stimuli included written letter strings forming pseudowords, on which literacy is expected to have a major impact, as well as faces, houses, tools, checkerboards, and false fonts. To evaluate the precision with which these stimuli were encoded, we studied repetition effects by presenting the stimuli in pairs composed of repeated, mirrored, or unrelated pictures from the same category. The results indicate that reading ability is correlated with a broad enhancement of early visual processing, including increased repetition suppression, suggesting better exemplar discrimination, and increased mirror discrimination, as early as ∼100–150 ms in the left occipitotemporal region. These effects were found with letter strings and false fonts, but also were partially generalized to other visual categories. Thus, learning to read affects the magnitude, precision, and invariance of early visual processing. Significance How does learning to read affect visual processing? We addressed this issue by scanning adults who could not attend school during childhood and either remained illiterate or acquired partial literacy during adulthood (ex-illiterates). By recording event-related brain responses, we obtained a high-temporal resolution description of how illiterate and literate adults differ in terms of early visual responses. The results show that learning to read dramatically enhances the magnitude, precision, and invariance of early visual coding, within 200 ms of stimulus onset, and also enhances later neural activity. Literacy effects were found not only for the expected category of expertise (letter strings), but also extended to other visual stimuli, confirming the benefits of literacy on early visual processing. Learning to read requires the acquisition of an efficient visual procedure for quickly recognizing fine print. Thus, reading practice could induce a perceptual learning effect in early vision. Using functional magnetic resonance imaging (fMRI) in literate and illiterate adults, we previously demonstrated an impact of reading acquisition on both high- and low-level occipitotemporal visual areas, but could not resolve the time course of these effects. To clarify whether literacy affects early vs. late stages of visual processing, we measured event-related potentials to various categories of visual stimuli in healthy adults with variable levels of literacy, including completely illiterate subjects, early-schooled literate subjects, and subjects who learned to read in adulthood (ex-illiterates). The stimuli included written letter strings forming pseudowords, on which literacy is expected to have a major impact, as well as faces, houses, tools, checkerboards, and false fonts. To evaluate the precision with which these stimuli were encoded, we studied repetition effects by presenting the stimuli in pairs composed of repeated, mirrored, or unrelated pictures from the same category. The results indicate that reading ability is correlated with a broad enhancement of early visual processing, including increased repetition suppression, suggesting better exemplar discrimination, and increased mirror discrimination, as early as ∼ 100-150 ms in the left occipitotemporal region. These effects were found with letter strings and false fonts, but also were partially generalized to other visual categories. Thus, learning to read affects the magnitude, precision, and invariance of early visual processing. Learning to read requires the acquisition of an efficient visual procedure for quickly recognizing fine print. Thus, reading practice could induce a perceptual learning effect in early vision. Using functional magnetic resonance imaging (fMRI) in literate and illiterate adults, we previously demonstrated an impact of reading acquisition on both high- and low-level occipitotemporal visual areas, but could not resolve the time course of these effects. To clarify whether literacy affects early vs. late stages of visual processing, we measured event-related potentials to various categories of visual stimuli in healthy adults with variable levels of literacy, including completely illiterate subjects, early-schooled literate subjects, and subjects who learned to read in adulthood (ex-illiterates). The stimuli included written letter strings forming pseudowords, on which literacy is expected to have a major impact, as well as faces, houses, tools, checkerboards, and false fonts. To evaluate the precision with which these stimuli were encoded, we studied repetition effects by presenting the stimuli in pairs composed of repeated, mirrored, or unrelated pictures from the same category. The results indicate that reading ability is correlated with a broad enhancement of early visual processing, including increased repetition suppression, suggesting better exemplar discrimination, and increased mirror discrimination, as early as ∼ 100-150 ms in the left occipitotemporal region. These effects were found with letter strings and false fonts, but also were partially generalized to other visual categories. Thus, learning to read affects the magnitude, precision, and invariance of early visual processing.Learning to read requires the acquisition of an efficient visual procedure for quickly recognizing fine print. Thus, reading practice could induce a perceptual learning effect in early vision. Using functional magnetic resonance imaging (fMRI) in literate and illiterate adults, we previously demonstrated an impact of reading acquisition on both high- and low-level occipitotemporal visual areas, but could not resolve the time course of these effects. To clarify whether literacy affects early vs. late stages of visual processing, we measured event-related potentials to various categories of visual stimuli in healthy adults with variable levels of literacy, including completely illiterate subjects, early-schooled literate subjects, and subjects who learned to read in adulthood (ex-illiterates). The stimuli included written letter strings forming pseudowords, on which literacy is expected to have a major impact, as well as faces, houses, tools, checkerboards, and false fonts. To evaluate the precision with which these stimuli were encoded, we studied repetition effects by presenting the stimuli in pairs composed of repeated, mirrored, or unrelated pictures from the same category. The results indicate that reading ability is correlated with a broad enhancement of early visual processing, including increased repetition suppression, suggesting better exemplar discrimination, and increased mirror discrimination, as early as ∼ 100-150 ms in the left occipitotemporal region. These effects were found with letter strings and false fonts, but also were partially generalized to other visual categories. Thus, learning to read affects the magnitude, precision, and invariance of early visual processing. Learning to read requires the acquisition of an efficient visual procedure for quickly recognizing fine print. Thus, reading practice could induce a perceptual learning effect in early vision. Using functional magnetic resonance imaging (fMRI) in literate and illiterate adults, we previously demonstrated an impact of reading acquisition on both high- and low-level occipitotemporal visual areas, but could not resolve the time course of these effects. To clarify whether literacy affects early vs. late stages of visual processing, we measured event-related potentials to various categories of visual stimuli in healthy adults with variable levels of literacy, including completely illiterate subjects, early-schooled literate subjects, and subjects who learned to read in adulthood (ex-illiterates). The stimuli included written letter strings forming pseudowords, on which literacy is expected to have a major impact, as well as faces, houses, tools, checkerboards, and false fonts. To evaluate the precision with which these stimuli were encoded, we studied repetition effects by presenting the stimuli in pairs composed of repeated, mirrored, or unrelated pictures from the same category. The results indicate that reading ability is correlated with a broad enhancement of early visual processing, including increased repetition suppression, suggesting better exemplar discrimination, and increased mirror discrimination, as early as ~100-150 ms in the left occipitotemporal region. These effects were found with letter strings and false fonts, but also were partially generalized to other visual categories. Thus, learning to read affects the magnitude, precision, and invariance of early visual processing. |
| Author | Enio Comerlato Fabricio Ventura Kimihiro Nakamura José Morais Lucia W. Braga Marco Buiatti Stanislas Dehaene Ghislaine Dehaene-Lambertz Régine Kolinsky Antoinette Jobert Paulo Ventura Laurent Cohen Felipe Pegado |
| Author_xml | – sequence: 1 givenname: Felipe surname: Pegado fullname: Pegado, Felipe organization: Cognitive Neuroimaging Unit, Institut National de la Santé et de la Recherche Médicale, 91191 Gif sur Yvette, France;, Neurospin Center, Commissariat à l'énergie atomique (CEA), Division Sciences de la Vie (DSV), Institut d'imagerie Biomédicale (I2BM), 91191 Gif sur Yvette, France;, University Paris 11, 91405 Orsay, France;, Laboratory of Biological Psychology, KU Leuven, 3000 Leuven, Belgium – sequence: 2 givenname: Enio surname: Comerlato fullname: Comerlato, Enio organization: SARAH Network, International Center for Neurosciences and Rehabilitation, 71.535-005 Brasilia, Brazil – sequence: 3 givenname: Fabricio surname: Ventura fullname: Ventura, Fabricio organization: SARAH Network, International Center for Neurosciences and Rehabilitation, 71.535-005 Brasilia, Brazil – sequence: 4 givenname: Antoinette surname: Jobert fullname: Jobert, Antoinette organization: Cognitive Neuroimaging Unit, Institut National de la Santé et de la Recherche Médicale, 91191 Gif sur Yvette, France;, Neurospin Center, Commissariat à l'énergie atomique (CEA), Division Sciences de la Vie (DSV), Institut d'imagerie Biomédicale (I2BM), 91191 Gif sur Yvette, France;, University Paris 11, 91405 Orsay, France – sequence: 5 givenname: Kimihiro surname: Nakamura fullname: Nakamura, Kimihiro organization: Cognitive Neuroimaging Unit, Institut National de la Santé et de la Recherche Médicale, 91191 Gif sur Yvette, France;, Neurospin Center, Commissariat à l'énergie atomique (CEA), Division Sciences de la Vie (DSV), Institut d'imagerie Biomédicale (I2BM), 91191 Gif sur Yvette, France;, University Paris 11, 91405 Orsay, France;, Collège de France, 75005 Paris, France – sequence: 6 givenname: Marco surname: Buiatti fullname: Buiatti, Marco organization: Cognitive Neuroimaging Unit, Institut National de la Santé et de la Recherche Médicale, 91191 Gif sur Yvette, France;, Neurospin Center, Commissariat à l'énergie atomique (CEA), Division Sciences de la Vie (DSV), Institut d'imagerie Biomédicale (I2BM), 91191 Gif sur Yvette, France;, University Paris 11, 91405 Orsay, France – sequence: 7 givenname: Paulo surname: Ventura fullname: Ventura, Paulo organization: Faculty of Psychology, University of Lisbon, 1649-013 Lisbon, Portugal – sequence: 8 givenname: Ghislaine surname: Dehaene-Lambertz fullname: Dehaene-Lambertz, Ghislaine organization: Cognitive Neuroimaging Unit, Institut National de la Santé et de la Recherche Médicale, 91191 Gif sur Yvette, France;, Neurospin Center, Commissariat à l'énergie atomique (CEA), Division Sciences de la Vie (DSV), Institut d'imagerie Biomédicale (I2BM), 91191 Gif sur Yvette, France;, University Paris 11, 91405 Orsay, France – sequence: 9 givenname: Régine surname: Kolinsky fullname: Kolinsky, Régine organization: Center for Research in Cognition and Neurosciences, Université Libre de Bruxelles, B-1050 Brussels, Belgium;, Fonds de la Recherche Scientifique, B-1000 Brussels, Belgium; and – sequence: 10 givenname: José surname: Morais fullname: Morais, José organization: Center for Research in Cognition and Neurosciences, Université Libre de Bruxelles, B-1050 Brussels, Belgium – sequence: 11 givenname: Lucia W. surname: Braga fullname: Braga, Lucia W. organization: SARAH Network, International Center for Neurosciences and Rehabilitation, 71.535-005 Brasilia, Brazil – sequence: 12 givenname: Laurent surname: Cohen fullname: Cohen, Laurent organization: INSERM U 1127, CNRS UMR 7225, Sorbonne Universités, and Université Pierre et Marie Curie-Paris 6, UMR S 1127, Institut du Cerveau et de la Moelle épinière (ICM), F-75013 Paris, France – sequence: 13 givenname: Stanislas surname: Dehaene fullname: Dehaene, Stanislas organization: Cognitive Neuroimaging Unit, Institut National de la Santé et de la Recherche Médicale, 91191 Gif sur Yvette, France;, Neurospin Center, Commissariat à l'énergie atomique (CEA), Division Sciences de la Vie (DSV), Institut d'imagerie Biomédicale (I2BM), 91191 Gif sur Yvette, France;, University Paris 11, 91405 Orsay, France;, Collège de France, 75005 Paris, France |
| BackLink | https://www.ncbi.nlm.nih.gov/pubmed/25422460$$D View this record in MEDLINE/PubMed https://hal.science/hal-04043729$$DView record in HAL |
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| ContentType | Journal Article |
| Copyright | Copyright National Academy of Sciences Dec 9, 2014 Distributed under a Creative Commons Attribution 4.0 International License |
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| Issue | 49 |
| Keywords | reading brain plasticity education |
| Language | English |
| License | Distributed under a Creative Commons Attribution 4.0 International License: http://creativecommons.org/licenses/by/4.0 |
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| Notes | http://dx.doi.org/10.1073/pnas.1417347111 SourceType-Scholarly Journals-1 ObjectType-Feature-1 content type line 14 ObjectType-Article-1 ObjectType-Feature-2 content type line 23 Contributed by Stanislas Dehaene, October 23, 2014 (sent for review June 4, 2014) Author contributions: F.P., P.V., G.D.-L., R.K., J.M., L.W.B., L.C., and S.D. designed research; F.P., E.C., F.V., and A.J. performed research; F.P., K.N., M.B., and S.D. analyzed data; and F.P., R.K., J.M., L.C., and S.D. wrote the paper. |
| ORCID | 0000-0002-7418-8275 0000-0003-2221-9081 0000-0001-9203-8687 |
| OpenAccessLink | https://www.pnas.org/content/pnas/111/49/E5233.full.pdf |
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| Snippet | Learning to read requires the acquisition of an efficient visual procedure for quickly recognizing fine print. Thus, reading practice could induce a perceptual... How does learning to read affect visual processing? We addressed this issue by scanning adults who could not attend school during childhood and either remained... Significance How does learning to read affect visual processing? We addressed this issue by scanning adults who could not attend school during childhood and... |
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| SubjectTerms | Adult adulthood adults Aged Behavior Biological Sciences brain Brain - pathology Brain Mapping childhood Cognition & reasoning Cognitive science Education Educational Status Electrophysiology Evoked Potentials Female Humans Image Processing, Computer-Assisted Impact analysis Learning Literacy Magnetic Resonance Imaging - methods Male Middle Aged Neuronal Plasticity NMR Nuclear magnetic resonance Photic Stimulation PNAS Plus Reading Regression Analysis Social Sciences Software Temporal Lobe - pathology Time Factors Visual Perception Visual task performance Visualization |
| Title | Timing the impact of literacy on visual processing |
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